The Contribution of Parenting to Ethnic and Racial Gaps in School Readiness

Autor/inn/en	Brooks-Gunn, Jeanne; Markman, Lisa B.
Titel	The Contribution of Parenting to Ethnic and Racial Gaps in School Readiness
Quelle	In: Future of Children, 15 (2005) 1, S.139-168 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1054-8289
Schlagwörter	Behavior Problems; School Readiness; Discipline; Mothers; Child Rearing; Parent Child Relationship; Family Literacy; Researchers; Parenting Styles; Language Usage; Racial Differences; Ethnic Groups; Hispanic Americans; African Americans; Whites; Parenting Skills; Family Programs; Poverty; Intervention; Minority Groups; Academic Achievement + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Disziplin; Mother; Mutter; Kindererziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Researcher; Forscher; Sprachgebrauch; Rassenunterschied; Ethnie; Hispanic; Hispanoamerikaner; Afroamerikaner; White; Weißer; Family program; Familienprogramm; Armut; Ethnische Minderheit; Schulleistung
Abstract	The authors describe various parenting behaviors, such as nurturance, discipline, teaching, and language use, and explain how researchers measure them. They note racial and ethnic variations in several behaviors. Most striking are differences in language use. Black and Hispanic mothers talk less with their young children than do white mothers and are less likely to read to them daily. They also note some differences in harshness. When researchers measuring school readiness gaps control for parenting differences, the racial and ethnic gaps narrow by 25-50 percent. And it is possible to alter parenting behavior to improve readiness. The authors examine programs that serve poor families--and thus disproportionately serve minority families--and find that home- and center-based programs with a parenting component improve parental nurturance and discipline. Programs that target families with children with behavior problems improve parents' skills in dealing with such children. And certain family literacy programs improve parents' skills in talking with their children. Several interventions have significantly reduced gaps in the parenting behavior of black and white mothers. Not all improvements in parenting translate to improved school readiness. Home-based programs affect the mother but do not appear to affect the child, at least in the short term. But center-based programs with a parenting component enhance both parenting and school readiness. And some family literacy programs also improve readiness. Because these successful interventions serve a greater share of minority than nonminority families and have more positive effects for blacks than for whites, they offer promise for closing the ethnic and racial gaps in school readiness. (Contains 114 endnotes.) (Author).
Anmerkungen	Woodrow Wilson School of Public and International Affairs at Princeton University and The Brookings Institution. 267 Wallace Hall, Princeton University, Princeton, NJ 08544. Tel: 609-258-6979; e-mail: FOC@princeton.edu; Web site: http://www.brookings.org/index/publications.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10